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Emotions and elementary school scien...

Zembylas, Michalinos.

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Emotions and elementary school science teaching: Postmodernism in practice.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Emotions and elementary school science teaching: Postmodernism in practice./
Author:	Zembylas, Michalinos.
Description:	342 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1735.
Contained By:	Dissertation Abstracts International61-05A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9971237
ISBN:	9780599763777

Emotions and elementary school science teaching: Postmodernism in practice.
Zembylas, Michalinos.

Emotions and elementary school science teaching: Postmodernism in practice. - 342 p.

Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1735.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.

This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom.

ISBN: 9780599763777Subjects--Topical Terms:

783747
Education, Teacher Training.

Emotions and elementary school science teaching: Postmodernism in practice.
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500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1735.
500 $a Adviser: Margery D. Osborne.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000.
520 $a This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom.
520 $a This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?
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